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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Journal of Society Counseling
Erisa Kurniati
Universitas Jambi, Indonesia
Humanities Education Other

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KEPEMIMPINAN PARTISIPATIF KEPALA SEKOLAH DALAM KETERLIBATAN GURU PADA PENGAMBILAN KEPUTUSAN DI SMA NEGERI 13 KOTA JAMBI Ester Ella Paulina; Mulyadi Mulyadi; Erisa Kurniati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2219

Abstract

This study aims to analyze the implementation of participatory leadership by the principal and teacher involvement in decision-making at SMAN 13, Jambi City. The study used a qualitative approach with a case study to gain a deeper understanding of participatory leadership practices in the real school context. Data were collected through open-ended questionnaires, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model of data reduction, data presentation, and conclusion drawing. The results show that participatory leadership by the principal is implemented through four main aspects: two-way communication, collaboration, teacher involvement, and deliberative decision-making. Teacher involvement has occurred in the planning, implementation, evaluation, academic, and disciplinary development aspects. However, this involvement has not been fully optimal because teachers have not been involved evenly in the initial stages of policy formulation. The novelty of this study shows that teacher involvement is still not comprehensive, resulting in a gap between the practice and concept of participatory leadership. Therefore, it is necessary to strengthen teacher participation to make it more equitable, substantive, and sustainable.
PERFORMANCE GURU DALAM DISIPLIN BELAJAR SISWA DI SMPN 24 KOTA JAMBI Debora Audri Panjaitan; Sofyan Sofyan; Erisa Kurniati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2234

Abstract

This study aims to analyze teacher performance in shaping students’ learning discipline at SMP Negeri 24 Kota Jambi. This research uses a qualitative approach with a case study design to gain an in-depth understanding of teacher performance in real classroom contexts. Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The results show that teacher performance in the learning process is categorized as good to very good, as reflected in lesson planning, mastery of subject matter, use of teaching methods, classroom management, and evaluation practices. Students’ learning discipline is generally classified as quite good; however, it has not been evenly distributed, as some students still show low focus, lack of participation, and inconsistency in completing assignments. Teacher performance plays a significant role in shaping students’ discipline through the creation of engaging, interactive, and conducive learning environments, as well as through motivation, guidance, reinforcement, and classroom control. The novelty of this study lies in its emphasis on how teacher performance directly influences students’ learning discipline in a contextual classroom setting, highlighting that discipline is not solely formed by rules but is strongly shaped by the quality of teaching practices.
PENGARUH KOMPETENSI PEDAGOGIK GURU TERHADAP KETERAMPILAN KOMUNIKASI DAN PERFORMA SISWA DI SMK NEGERI 1 KOTA JAMBI Jeni Rotua Lastiur Simbolon; Erisa Kurniati; Linardo Pratama
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2282

Abstract

This study aims to analyze and explain the effect of teachers’ pedagogical competence on students’ communication skills and performance at SMK Negeri 1 Jambi City. The study was motivated by the importance of communication skills and student performance as essential non-technical competencies required in the workplace, particularly in vocational education. However, students’ communication skills and performance are still not optimal, highlighting the need for effective pedagogical competence among teachers. This study employed a quantitative approach using an explanatory research method. The population consisted of 1,846 students, and a sample of 187 respondents was selected through simple random sampling. Data were collected using structured questionnaires and analyzed using Structural Equation Modeling based on Partial Least Square (SEM-PLS) with SmartPLS 4 software. The results indicate that teachers’ pedagogical competence has a positive and significant effect on students’ communication skills (p-value = 0.000 < 0.05; T-statistic = 12.430 > 1.96) and student performance (p-value = 0.000 < 0.05; T-statistic = 6.483 > 1.96). Teachers’ pedagogical competence also contributes to communication skills (R² = 0.509) and student performance (R² = 0.338). These findings emphasize that improving teachers’ pedagogical competence plays an important role in enhancing students’ communication skills, performance, and readiness to enter the workforce.
Literasi AI dan Keterbukaan Diri Digital Siswa SMP di Era Kecerdasan Buatan: Analisis Model PLS-SEM Atika Juniwati; Erisa Kurniati; Indryani Indryani
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.828

Abstract

This study aims to analyze the relationship between artificial intelligence literacy (AI literacy) and junior high school students’ digital self-disclosure in the era of artificial intelligence. The increasing phenomenon of students’ emotional interactions with AI-based systems such as ChatGPT indicates that technology is no longer merely a learning tool, but also a space for self-expression. Employing an explanatory quantitative approach with the Partial Least Squares Structural Equation Modeling (PLS-SEM) method, this study involved 243 students who are accustomed to interacting with AI applications in both academic and personal contexts. The conceptual model was developed through the integration of the AI literacy framework proposed by Wang, Rau, and Yuan (2022), comprising awareness, usage, evaluation, and ethics, and the digital self-disclosure framework by Merwin et al. (2025), which includes personal sharing, comfort, trust, and preference for AI. The findings reveal that eight out of fourteen hypothesized relationships are statistically significant. The dimensions of AI awareness and usage positively influence students’ comfort and trust in AI, while the ethical dimension functions as a regulatory factor that restrains excessive self-disclosure. Emotional factors, particularly feelings of comfort and trust, are found to serve as the primary bridge between students’ cognitive abilities and their digital behavior. These findings highlight that AI literacy not only reflects technological competence but also encompasses ethical and emotional awareness in human–AI interactions. This study recommends that AI literacy education in secondary schools should not be limited to technical proficiency, but should also emphasize the development of empathetic, reflective, and responsible digital character in an increasingly digitalized world.
Co-Authors Atika Juniwati Debora Audri Panjaitan Ester Ella Paulina Hendra Sofyan Indryani Indryani Jeni Rotua Lastiur Simbolon Linardo Pratama Mulyadi Mulyadi